The Unheard Voices (community Organizations And Service Learning)

Description

Edited by Stoecker, Randy; Edited by Tryon Elizabeth A.

Short /annotation:
Service learning has become an institutionalized practice in higher education. Students are sent out to disadvantaged communities to paint, tutor, feed, and help organize communities. This book explores the impact of service learning on a community, and considers the unequal relationship between the community and the academy.

:
Community organisers testify about what service learning is and should be

Table of contents:

Preface 
1. Unheard Voices: Community Organizations and Service Learning 
2. Motivations of Community Organizations for Service Learning 
3. Finding the Best Fit: How Organizations Select Service Learners 
4. The Challenge of Short-Term Service Learning 
5. Managing Service Learners: Training, Supervising, and Evaluating 
6. The Heart of Partnership: Communication and Relationships 
7. Service Learning in Context: The Challenge of Diversity 
8. One Director’s Voice 
9. Principles for Success in Service Learning- the Three Cs 
10. The Community Standards for Service Learning 
Epilogue: The Two Futures of Service Learning 
References 
Contributors 
Index

Review quote:

“The Unheard Voices is one of the most accessible service-learning texts I have read, due in large part to the willingness of the contributors to let the community participants’ voices be heard extensively. This book provides a compelling vision and concrete steps for moving forward in new directions. It is a unique and important contribution to the service-learning literature and one that has the potential to change the discussion about and the future of service learning. In the end, The Unheard Voices will make our programs more effective”
–
Stephen Fisher, Professor Emeritus, Emory & Henry College

Biographical note:

Randy Stoecker is a Professor in the Department of Community and Environmental Sociology at the University of Wisconsin, with a joint appointment in the UW-Extension Center for Community and Economic Development. He is the author of Research Methods for Community Change: A Project-Based Approach and Defending Community: The Struggle for Alternative Redevelopment in Cedar-Riverside (Temple).

Elizabeth A. Tryon is the Community-Based Learning Coordinator at the Morgridge Center for Public Service based within the School of Human Ecology at the University of Wisconsin-Madison. Previously she was a community partner specialist for the Human Issues Studies Program at Edgewood College’s School of Integrative Studies, Madison, Wisconsin.

Amy Hilgendor is a doctoral student at the University of Wisconsin-Madison in Human Development and Family Studies.

Promotional headline:
Community organisers testify about whatservice learning is and should be